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Editor s : Todd S. Hawley, Kent State University.
Addressing social justice issues in a physical education context is necessary both at the higher education and PK settings. Limited undergraduate and graduate programs educate their students about social justice issues, thus, resulting in licensed teachers who lack the content knowledge, comfort level and pedagogical tools on how to educate students about issues related to social justice.
Grounded in the transformative pedagogy theoretical framework, this book will offer practical lessons and strategies on a wide variety of social issues e. The goal is for teacher educators and practitioners to feel more comfortable with teaching about and for social justice and believe this resource will enhance their content and pedagogical knowledge in the quest to achieve that goal. The purpose of this book is to provide physical education teacher educators and PK physical education teachers with lesson plans and resources on how to address social justice issues in a physical education setting.
Addressing social justice issues has been limited in physical education, both in higher education and PK, especially in the United States. Numerous scholars, internationally, have engaged in research studies that explored how social justice issues are addressed in physical education teacher education. The observers from three non-Member States, one liberation movement and two intergovernmental organizations also attended.
MINEPS II examined a wide range of issues and adopted a set of recommendations aimed at promoting the development of physical education and sport in the hope of securing the necessary resources to apply the solutions recommended. However, circumstances and sometimes inertia, for want of concrete means, have prevented many of the praiseworthy and generous intentions proclaimed in Moscow in from being carried out. This evaluation showed that, during the period in question, the action undertaken had not had the expected impact.
Convened in Punta de1 Este at the generous invitation of the Government of Uruguay from 30 November to 3 December , MINEPS III is aimed at offering the Member States of UNESCO and voluntary sport organizations a framework allowing a dialogue of solidarity, frankness and tolerance, and an exchange of experiences which may help to formulate realistic, clear-cut proposals in order to make a reality of the principles of the International Charter of Physical Education and Sport, the Olympic Charter and various international instruments.
The time has come to put forward realistic proposals and take practical steps to promote, worldwide according to the capacities, needs and traditions of each country, at the regional, national and local levels, the regular practise of physical and sporting activities throughout life.
The task of all participants in MINEPS III will be to go beyond declarations of principles and good intentions by proposing a number of specific activities, follow-up arrangements and new forms of consultation and cooperation which, as befits the new challenges in physical education and sport, may prove more dynamic and coherent and enable all partners to work and act together while respecting their diversity and their particular mandates.
Sport has become a major social phenomenon whose significance is tending to increase in step with the dangers besetting it. It has come to occupy such a large place in our societies that it alone may constitute a powerful gauge of success or failure, in both material and political terms.
It is a factor in social cohesion and integration, and in identification for groups and nations. Sport is recognized today, but what needs to be understood is how this recognition casts sport as an integral part of social and human development, in view of the echo and impact of sport in the social, cultural, economic and political spheres.
Are there not more urgent and pressing priorities? Has the work been sufficiently thorough to warrant publication? Reported lack of understanding of the purpose of the Premium is interesting considering there are clear, if not overly-detailed guidelines for schools freely available from Government on what the Premium is for and how it should be spent. We can struggle with finding funding outlets for our equipment needs. By: Ben D. With this in mind, new forms of cooperation will be implemented, based on a sharing of responsibility and guided by the principle of partnership. With regard to the funding of physical and sporting activities, attention should be drawn to the low level of resources available in the least developed countries, and to the tendency of public authorities in numerous countries, including many industrialized countries, to cut their sports budgets and place greater reliance on extrabudgetary types of funding: lotteries and betting on sport.
These themes are prompted by those issues which may be thought of as most directly relevant to physical education and sport in the early years of the twenty-first century. The information it contains is derived from a synopsis of a series of studies, declarations and recommendations, and is intended to open up avenues for discussion and encourage in-depth reflection. MINEPS III will be taking place at a time when ongoing changes in those sports with the most media coverage raise serious questions concerning the relationship between sport, business and the media and which are likely to call into question the respective responsibilities of various institutional stakeholders: public authorities, voluntary organizations, the media and the sporting community as a whole.
Last week's Westminster Education Forum's keynote seminar on physical education was entitled, "Next Steps for Sport in Primary and. Critical Issues in Physical Education. ARTHUR S. DANIELS. AAHPER Vice- President, Physical Education. Indiana University. THE AMERICAN public will not .
In most countries, policies and objectives have changed since , reflecting the often considerable quantitative and qualitative changes that have occurred in the development of physical education and sport the expansion of objectives, the often spectacular increase in the regular practise of physical education and sport, and the proliferation of facilities. The overall impression is that the changes under way are part of a process whereby physical education and sport are seeing their prestige enhanced, and are becoming increasingly complex and technical, as well as more diverse and more systematized.
Physical education and sport are the subject of growing legislative and regulatory activity which is guiding their development and organizing their structures. They are also frequently concerned by other instruments in which physical education and sport are seen to be an obligatory or optional component of some national action concerning a particular social sector or population category.
There are today very few countries where physical education and sport have not yet been institutionalized. In many countries, the development of physical education and sport entails, at government level, the cooperation of various ministerial departments. These governmental. Above and beyond the various ideological and political outlooks, what stands out with increasing clarity is the universality of a system of organization giving pride of place to consultation and coordination between governmental structures and non-governmental bodies.
The emergence of transverse structures noted in many countries fosters interministerial and inter-agency coordination and consultation. Such structures are increasingly the prime channel for harmonizing national sports policies. Budgetary problems have caused some countries to cut back on educational services, particularly in physical education and sport. Urgent measures must be taken to prevent a deterioration in the teaching of physical education and sport, which would have adverse and irreversible repercussions on the development of the men and women of all countries.
Only through such an endeavour and the strengthening of exchanges of experience and cooperation between the sports movements of the developed and the developing countries will it become possible to narrow the gaps and inequalities between countries. In any case, it is increasinglynecessary to resolve the question of the funding of programmes that promote the harmonious and balanced development of the various forms of physical and sports activities, without toomuch emphasis on top-class sport.
It is important to support the Olympic Games and major international sporting events. There is no better way to do so than to ensure that those events remain faithful in their preparation, organization and staging to the principles proclaimed in the Olympic Charter and recalled in many other international instruments.
There is a need to curb such ills as excessive commercialization, illegal drug use, violence and the occasional outburst of jingoism. UNESCO has a constitutional mission to construct the defences of peace "in the minds of men" and to promote the ideals of "dignity, equality and mutual respect of men", together with the "democratic principles" whereby those ideals may be put into practise. Its mission is therefore essentially of an ethical order. It also has a mandate to strive for justice and observance of human rights through education, science, culture and communication.
It is in this connection that UNESCO helps to enhance the action of all those endeavouring to ensure that sport, ever faithful to its values and its humanist mission, becomes an integral part of the process of continuing education and function as a factor in unity and fulfilment, and a means of attaining peace, development, solidarity, respect for human rights and international understanding.
Everything that influences behaviour and personality is education.
Instead of the mind-body dichotomy it would seem preferable to adopt the principles of unity and parity. It is desirable in any case that in the first instance children, and especially adolescents, should be helped to gain awareness of their bodies and the psycho-physical unity of their being, because physical learning is not only physical activity, but also knowledge. The role and importance of sport in school have frequently been dealt with at great length, generally within the framework of continuing education.
The role of physical and sports education will be examined from a double perspective: within the education system on the one hand and, on the other, within an informal or extracurricular framework. Physical education and sport should also be associated with each of the three stages whether theoretical, desirable or effective, the answer may vary from one country to another of the educational process: a first stage focused on the teacher; a second stage of initiation aimed at giving children individually and in groups a sense of responsibility; a third stage involving self-management of the process by the pupils themselves.
Outside the school environment, a number of experiments are under way aimed in particular at enhancing communication among and with young people in difficult or outlying neighbourhoods of major cities and at promoting the practise of sport for all; for example by making gymnasiums and multipurpose sports facilities available to young people. Whether in or out of school, it would seem necessary to encourage the regular pursuit of physical and sporting activities, which should be seen as part and parcel of any process of education and training. There is also a need to help children and adolescents to identify the activity or sport most conducive to structuring and bringing out their personality: each to his or her own sport!
The psychotherapeutic virtues of sport have often been stressed, in particular for overcoming shyness, combating depressive tendencies, channelling aggressivity, and guiding and moderating hyperactivity. It seems important to put more emphasis on physical education and sport in school and university as an integral part of the process of continuing education; implement a programme aimed at promoting and upgrading physical education and sport in school and university, including provision of the most suitable facilities; grant physical education and sports teachers a status comparable to that recognized for teachers in other subjects, who are often seen as discharging an altogether worthier assignment; such reassessment is an important condition for the success of the programmes introduced; seek to ensure unity and interaction between physical education and sport on the one hand, and academic, aesthetic and moral education and vocational training on the other hand, in particular by designing programmes that highlight the educational virtues of sport; design programmes of activities in physical education and sport to help prevent delinquency among young people.
There is a need to create the necessary conditions to ensure that, all over the world, the right to access to physical education and sport may be effectively exercised, in accordance with the fundamental principle asserted in the International Charter. The exercise of that right, which is a corollary of the right of every human being to education, begins at school. Nor should children not in school be deprived of that right, whose observance those in charge ofnon-formal education programmes could seek to guarantee, within the means available to them.
In the development of children and adolescents, intellectual, emotional, spiritual and physical factors go hand in hand. There is therefore a need to ensure that physical education and sport are given enough room in the school timetable and curriculum, and that qualified staff are available.
The International Charter proclaims, in Article 1, the fundamental right of every human being to access to physical education and sport. Public authorities must promote sport for all and extend it to all population groups in order to secure the right of every individual to practise sport without distinction as to sex, religion, race or political opinions. The right of girls and women to practise sport is also an aspect of their right to education.